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AWE (A Woman’s Experience) Volume 5 Article 3 2018 "If It's Not Right, You Have To Put It Right": The Play and Work of Children in Matilda the Musical Kristin Perkins Follow this and additional works at: https://scholarsarchive.byu.edu/awe Part of the Performance Studies Commons, and the Women's Studies Commons Recommended Citation Perkins, Kristin (2018) ""If It's Not Right, You Have To Put It Right": The lP ay and Work of Children in Matilda the Musical," AWE (A Woman’s Experience): Vol. 5 , Article 3. Available at: https://scholarsarchive.byu.edu/awe/vol5/iss1/3 This Article is brought to you for free and open access by the All Journals at BYU ScholarsArchive. It has been accepted for inclusion in AWE (A Woman’s Experience) by an authorized editor of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. SUSA YOUNG GATES AWARD ESSAY 2018 “If It’s Not Right, You Have to Put It Right”: The Play and Work of Children SUSA in Matilda the Musical KRISTIN PERKINS Kristin Perkins graduated from BYU’s Teatre and Dance department Perkins considers in 2017. She is currently a graduate student in the Performance as issues of subversive Public Practice program at Te University of Texas at Austin. She has theatrical criticism had poetry, short fction, and creative nonfction published in literary and exploitative child journals including Degenerates: Voices for Peace, Peculiar and Inscape. In her labor as they combine spare time, Kristin watches theatre, reads books, and attempts cooking. in Matilda the ABSTRACT YOUNG Musical, examining In the New York Times review of Matilda the Musical, published the performance as a holistic, if ambivalent, in 2013 after the show transferred to Broadway, infuential reviewer production. In a play Ben Brantley writes that the musical is “the most satisfying and where the lead fgure subversive musical to ever come out of Britain” (C1). Brantley’s is a little girl, this claim concerning Matilda’s subversive nature is startlingly strong. essay uses the lens of gender and age to Granted, the most famous imports from London are Andrew Lloyd provide context for GATES Weber’s decidedly conservative mega musicals, but others have the revolutionary included Te Rocky Horror Show (later turned into the infamous character of Matilda Rocky Horror Picture Show) and Billy Elliot (a story that takes on in a female- dominated play that class, gender roles, and sexual stereotypes). I say this to illustrate critiques established that Brantley calling Matilda the most subversive British import norms, at the same is notable. While I am not suggesting that Ben Brantley is the time that the play arbiter of what is progressive on Broadway, his high-profle review is produced in, and by, a system that is certainly signifcant in how it marks Matilda and makes explicit reproduces troubling the musical’s revolutionary undertones. power structures. And yet, despite its critical praise as revolutionary fare (or because of it), Matilda has also been the subject of mockery. It is not coincidental that the satirical musical revue Forbidden Broadway uses both the characters of Matilda1 and the melody of “Revolting Children” from Matilda in its song “Exploiting Children.” After all, Matilda is a musical that not only employs a whole ensemble of children but is explicitly about childhood. In the satire, Gerard ESSAY Alessandrini, the creative mind behind Forbidden Broadway, changes, “We are revolting children/Living in revolting times/We sing revolting songs/Using revolting rhymes,” to “We are exploited children/Living in exploitive times/We sing exhausting songs/Using explicit rhymes” (00:02:23-00:02:31). Te satire lampoons the use of children in musicals: from overbearing parents, to exhausting 1. Alongside Matilda dance Billy Elliot from his titular musical and Gavroche from Les Miserables to highlight some additional child characters in recently produced musicals. Volume V | 2 rehearsals, and, of course, the frank reality of aging out of work. While the satire might not be fair to the individual directors, tutors, parents, and agents that enable children to participate in theatre, it does successfully point towards the larger institutional problems of exploitative theatrical labor. Ben Brantley is a theatre critic attuned to address, however incorrectly, what is presented before him on the lighted planks of the stage. Gerard Alessandrini is a theatre insider (fashioning himself as an outsider) as intent on skewering the production practices of Broadway as the typically mocked cheesy plots and bad music. Tis paper is neither as exultant as Brantley’s review nor as irreverent as Alessandrini’s satire, but it does seek to explore the nuanced relationship between the text of Matilda (as lauded by Brantley) and the context of Matilda (as roundly mocked by Alessandrini) to concede that both these pillars of Broadway have a point: Matilda is subversive in how it presents revolution and girlhood, and Matilda has labor practices that deserve to be questioned. Rather than these two arguments existing independently, I argue for a holistic understanding of theatre as both a practice and a product. To view theatre wholly as a product is to irresponsibly ignore the labor of theatre practitioners, but to view theatre wholly as a practice is to neglect the impact of storytelling on the audience. Ultimately, this paper argues that the exciting progressive potential of Matilda’s text is complicated by troubling practices that refect a larger systemic problem in the realities of theatrical labor. While these practices may mitigate some of Matilda’s “punch,” it is wrong to say they wholly undermine Matilda’s eforts at presenting disruptive resistance as positive and justifed action against oppressive regimes. Te revolution that Matilda advocates can be grouped around the two violent hierarchies of gender and age, just as the troubling labor practices of Broadway can be critiqued through the lens of gender and age. Matilda is an ambitious show that operates as a revolutionary performance, produced by practices and informed by traditions that are anti-revolutionary; my paper is built on this contradiction, recognizing ambivalence as more illuminating and truthful than pat resolutions. A Subversive Product Matilda the Musical was conceived by the Royal Shakespeare Company (RSC) and based on the novel by Roald Dahl (“Matilda”). Te musical tells the story of a girl prodigy, Matilda, who is unappreciated by her parents and then bullied by the evil headmistress of her school, Miss Trunchbull. Tese two authoritarian forces try to stop the precocious Matilda from learning in school, but Matilda teams up with another belittled outcast, Miss Honey. Miss Honey becomes Matilda’s best friend and mentor and helps Matilda develop her latent telekinetic powers. Matilda uses these powers to defeat Miss Trunchbull by impersonating the ghost of Miss Trunchbull’s murdered brother. When Matilda’s parents get into trouble for fraud and run away, Miss Honey adopts Matilda and the new family presumably, lives happily ever after. Matilda presents a world in which all authority fgures (the parents and the headmistress) are either incompetent or evil, and the marginalized “little guy” has to fght dirty in the name of fairness. Tat Matilda’s “little guy” is actually a little girl only serves to make the musical more excitingly progressive, that is, more revolutionary. Revolution, broadly defned, seeks to break down cultural 3 | A Woman's Experience hegemonies. In Matilda, revolution specifcally attacks two violent hierarchies: gender and age. Matilda’s girlhood, the intersection of marginalization in these two hegemonic systems, positions her as a revolutionary fgure, both young and female. Matilda is presented as a revolutionary fgure from the very moment she appears onstage. Te audience is frst introduced to Matilda during the high-energy opening of the musical, “Miracle,” a song that parodies the cult of parenthood. Te other children describe how their parents call them “miracles,” even as the children demand more cake and fght amongst themselves. Tese children’s parents swoop in to deliver on bratty demands, snapping pictures and loudly singing that their children are uniquely brilliant, beautiful, and talented. Matilda stands in obvious contrast to the rest of the children, as she informs the audience of the mean epithets her parents heap upon her: “lousy, little worm” and “jumped-up little germ.” But Matilda is not a hopeless creature to be pitied. After a short scene that establishes her parents as comical villains who are alarmed and disgusted by Matilda’s reading, Matilda storms of to her room, and a few major chords begin to bounce playfully on a few major chords. Matilda sits on a shelf high above her bed, her feet dangling as she begins to sing. As in many musicals, what follows is the protagonist’s “I Want Song” (sometimes called the “I Wish” song). Te “I Want Song” acts as a quick way of establishing who the character is and exactly what the character wants (Kenrick). In this song, Matilda is clearly smart; she references Romeo and Juliet in one of the verses, and uses advanced vocabulary for a young child, such as “subsequent,” and “inevitable.” Her prodigy is linked to her other key characteristic: her desire for “fairness” and her willingness to rebel against authority fgures. She sings: Just because you fnd that life's not fair it Doesn't mean that you just have to grin and bear it If you always take it on the chin and wear it Nothing will change. (Kelly and Minchin) And she matches words to actions as she sneaks to the bathroom to add bleach to her abusive father’s hair tonic. Matilda makes it clear that she will not sit idly by while experiencing injustice, but she also operates through playful deceit and trickery.

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